Evolution & Development of ICT in Education

Elenita N. Que

Introduction

One can no longer imagine a society without technology. Who would ever thought that a person can
communicate with a friend while on top of a mountain using a mobile phone, or see a loved one through
videoconference while on different parts of the globe, or make oneself known to the world through online
postings ,or manage a class using educational portals available on the Net. They were seen only in movies
and read in novels, believed to be products of creative and imaginative minds. But now, they are realities.

In the beginning, the term IT or Information Technology was used to describe this phenomenon. Later,
the term ICT or Information and Communication Technology was adopted to describe the forms of
technology that are used to transmit, process, store, create, display, share or exchange information by
electronic means. These encompass the technologies which in more ways amazed us of their contribution
in the world of today: radio, television, video, DVD, telephones, satellite systems and computer and
network hardware and software, as well as the equipment and services associated with these technologies
such as videoconferencing, e-mail and blogs (UNESCO, 2007). And these technologies, like an
explosion, permeated every sinews of human society, including the education of the individuals that
comprise it.

The early years

The first computers made their entry into schools in the late 1970s (UNESCO, 2010). This was at the time
when the focus shifted from mainframes (high-performance computers used for large-scale computing
purposes) to desktop systems. This development prompted the creation of new curricula and standards,
and transformed the role computers play in education as classroom teachers began to explore the use of
computers in their day’s lesson and school administration started to employ computer-based operations
(Roblyer, 2010).

The influence of computers in the classroom was more evident in the 1980s. The period ushered in
software publishing, courseware evaluation and authoring with the teachers primarily taking on the
initiatives. It was also at this phase that the term computer literacy was coined by Dr. Arthur Muerhmann
to refer to programming skills and skills with tools such as wordprocessing. In 1985, computer literacy
skills were incorporated in the school curricula ( (Roblyer, 2010). Logo, a high-level programming
language noted for its ease of use and graphics capabilities, likewise emerged. The programming
language dominated the field from 1980 to 1987, even as it highlighted the potential of using
programming to teach general problem-solving skills (Cennamo, 2010).

However, in the 1990s, schools shifted to networked systems when they saw that the use of network
resources were more cost-effective in terms of providing computer-managed instruction and practice, as
compared to stand-alone microcomputers. The networked systems ushered in the trend of a more
centralized control of instructional computing resources, rather than that of single computer systems
under the control of individual teachers. The period was characterized by less structured and
teachercentered curriculum in 1991 (Roblyer, 2010).
The dawning of the Internet
Early 1990s gave birth to the Internet, which brought along computer networks, World Wide Web, email
and search engines. Distance learning, Web-conferencing, and other forms of communication likewise
became increasingly common in the educational landscape. The term ICT, or Information and
Communication Technologies (ICT) was used to embrace the many technologies or electronic tools that
facilitate gathering, recording and storing of information, and the exchange and distribution of
information to others (UNESCO, 2010). Teachers saw the power of the Internet to connect people and
access information, and create virtual experiences. In 1998, the International Society for Technology in
Education (ISTE) sponsored National Educational Technology Standards (NETS) for students, teachers
and later on administrators. NETS outlined the skills and knowledge required to be competitive and
successful in a global and digital world (ISTE, 2011)

The era of social media and open source content

Social networking, sometimes referred to as Web 2.0 tools is a breakthrough innovation that has
permeated almost all sectors of society in the early 2000s. This notwithstanding the growing influence it
has on the schools of today. MySpace, Facebook, Wikipedia, YouTube, Flickr, and weblogs sites, are
only some of the online sites that are beginning to establish a firm foothold on the educational setting
(Cennamo, 2010). Likewise, software tools that can support teachers and students in a multitude of
teaching and learning tasks (Roblyer, 2010) are made available in the Internet. These include materials
generators, graphics tools, classroom or learning management systems, and gradebooks that can be
downloaded or utilized online by both teachers and students.

Evolution of ICT in the Philippines

Digital explosion

The global digital explosion had its effect even on the Philippine educational system. In fact, on the early
part of the 80s, the country’s Department of Education, Culture and Sports (now Department of Education
or DepEd) included computer subjects in its school curriculum to keep itself abreast with the
technological developments. It incorporated the computer courses in its New Secondary Curriculum,
particularly in the junior and senior level (Ogena, 2003).

To equip teachers with the needed skills to teach computer courses, numerous computer literacy programs
were instituted in the 1990s. Among them were the DECS Computer Education in Secondary Schools
Project, University of the Philippines Institute of Science and Math Educational Development (UP-
ISMED) Computer Literacy for Teachers, EDUVISION’s Educational Computing, Information
Technology Educational Caravan’s (ITEC) Computer Literacy in High School, and Computer-Assisted
Instruction for Educational Innovation and Technology of INNOTECH (Moraleda, 1993 as mentioned in
Rabin, 2007).

In 1996, the DepEd launched its Computerization Program, a package of computer hardware and software
including Internet access, learning modules and staff development program for teachers (Rabin, 2007). It
was followed by PC for Public Schools Program in 2002 by the Department of Trade and Industry (DTI)
with support from the Japanese government. The program provided each of the eligible high schools in 16
regions of the country with a computer package and a two-day teacher/school personnel training on basic
computer operations, trouble shooting and maintenance (MB, 2003)
It was in the 2000s when the use of computer technologies got the attention of various sectors. Support
from numerous institutions to include non-government organizations, private firms, foreign governments,
and international aid donor agencies came pouring in. Partnerships between the public and private sectors
were further strengthened. The initiatives were focused on computerization and connectivity of schools,
teacher professional development, technical training, content development, and strategic planning.

Among them is the Foundation for Information Technology Education and Development (Fit-Ed), a
nongovernmental organization that aims to increase IT awareness in the Philippines. FIT-ED focused not
only on computer literacy but also on ICT principles in learning and sustainability of ICT Programs
(Rabin, 2007). It embarked on two major projects namely Pilipinas SchoolNet and Ed.venture. Pilipinas
SchoolNet was launched in 2000 with the goal of building a network of schools throughout the
Philippines that will utilize the Internet and related technologies to enhance teaching and learning
(UNESCO, 2007). Ed.venture, launched in 2001, focused on the provision of mass-based IT learning
opportunities to public high school students and their teachers. The program is a partnership between
Coca-Cola and Fit-Ed (MB, 2002).

GILAS or Gearing Up Internet Literacy and Access for Students. GILAS, launched in January 25, 2005,
aimed to accelerate the pace of connectivity as it provided free Internet connection and teacher training to
public high schools (PDI, 2005). Another consortium was formed with the institution of ConnectED.Ph
program which provided public high schools across the Philippines with computer laboratories, software,
training and education, local area networks, and Internet or e-mail connections. (Rabin, 2007)

SmartSchool Program was also instituted to provide public school teachers with Internet access and
teacher training on ICT (Smart Communications, 2009). The program is being implemented in
partnership with the Philippine Business for Social Progress (PBSP), with the support of DepEd and and
other concerned institutions.

Curricular Reforms

Cognizant of the need to align the curriculum with the growing influence of the technological age, an
Education Technology Master Plan covering the period 1998-2005 was drafted by DepEd, Commission
on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), and
Department of Science and Technology (DOST). The master plan combined the effort and resources of
the four agencies with the aim of delivering quality of education through the use of Information
Technology and other innovative education technologies.

To help students cope with the complexity of the information driven society of the 21 st century, the
Schools of the Future program was established in 1996. Under this program, a number of elementary
schools in selected regions, among them Region VII and the National Capital region, were provided with
ICT facilities, to include computer units and instructional software with funding from the national
government (Ogena, 2003). Some of these schools, through support from the local government, were able
to have Internet connection and acquire additional software. ICT contents and applications were earlier
introduced within the course Technology and Home Economics or THE at the high school level.

Computer curriculum was prescribed by DepEd at the start of school year 2002-2003 to provide
students with substantial computer hands-on training to master the use of current software
applications like word processing, spreadsheets, and presentations, and apply these skills in
developing the students’ core competencies. This involves 80-minute sessions for 205 days, and
providing hands-on training in word processing, spreadsheets and presentations (MB, 2003).

IT-Based Alternative Learning Schemes

The dramatic increase of ICT use in the classroom gave rise to different learning approaches such as
alternative learning system, mobile schools, distance/open education, and web-based education. These
programs utilized technologies to make learning viable even outside formal educational structures.

Alternative Learning System

Alternative learning system (ALS) is a parallel learning system to provide viable alternative to the
existing formal educational instruction, encompassing the non-formal and formal sources of knowledge
and skills (RA 9155). By virtue of Executive Order No. 356, the Bureau of Non-formal Education was
renamed to Bureau of Alternative Learning System (BALS) on September 13, 2004 to highlight the role
of ALS in reaching all types of learners outside the school system. As such, BALS implements its
instruction through modules (printed and CD-format), supplemental materials in audio and video formats,
and radio programs.

Mobile Schools

Mobile school was conceived by school administrators of the Divisions of Capiz Province and Roxas City
after a survey of training needs and resource availability in the area. Mobile school conducts flexible
classes and training activities in places convenient to the trainees, using community resources (Rabin,
2007).

Mobile Tent School (MTS), on the other hand, was established as an alternative school that can reach
ethnic communities even in the most remote and deprived areas. The nonformal education program of
MTS offered an alternative schooling for indigenous tribes, providing relevant course content using
modular format, delivering instruction through locally constructed facilities such as collapsible chairs and
tables, and multimedia resources (Javier, 2005).

In provinces with no stable electric prower supply, Mobile IT Classroooms (MITC) were developed by
DOST-SEI and deployed to priority areas to allow Grade 5 and 6 students have hands-on activities using
ICT(Ogena, 2003). MITC is a multimedia learning facility equipped with audio-visual facilities, science
and mathematics educational software, videotaped lessons and interactive learning materials.

Distance and Open Education

Distance education, used interchangeably with distance learning, is an alternative educational delivery
program to address problems related to geographical access and affordability of education. In line with
this, various distance education programs were instituted. These include:
a) DECS Distance Study System (DSS) that utilized learning modules with radio and television
programs support Learners learned individually, through group discussion and face-to-face student-
teacher encounter at local DSS center.

b) University of the Air Program of the University of Mindanao which was patterned after Great
Britain’s Open University and Japan Nippon Hoso Kyokai audio-visual education project Half of the
instruction of various subjects of the curriculum was delivered through radio while the other half was
conducted in the campus (Aquino, 1988).

c) Distance education program of the University of the Philippines which started through Pilot
Project on Science Teaching Using Distance Education (STUDE). It was launched in 1988 as STUDI or
Upgrading Science Teaching Using Distance Instruction, offering Diploma of Science Teaching (DST)
program through combined module, instructional radio, face-to-face instruction, and laboratory activity
(Rabin, 2007). On February 23, 1995, the UP Open University was established to provide education
opportunities to individuals aspiring for higher education but who are unable to take advantage of
traditional modes of education (Flor, 2006).

d) Pamantasang Bayan of Polytechnic University of the Philippines (PUP) which was

conceptualized in 1970s and formally launched in 1990.

e) Asian Institute of Distance Education established in 1984, through mixed mode of instruction
offers programs leading to baccalaureate degrees.

Web-based Education

Web-based learning, online learning or cyber-learning came into picture in late 1990s. Online universities
offering certificates, diplomas, graduate degrees started to appear in the Net. In the Philippines, among
those which offered same programs are Yapster E-Conglomerate which established 2studyIT as a truly
Filipino e-learning center in 1999, Purple Train Philippines in 2000 and CyberStateU Philippines in 2003
(Rabin, 2007).

Moreover, in 2003, by virtue of Executive Order 266, Strong Republic Schools (SRS) was established to
cover not just the delivery of alternative learning systems but also vocational/technical skills training. It
utilized self-learning modules, television broadcast, virtual classrooms, satellite broadcasting using very
small aperture terminals, teleconferencing, as well as radio to supplement classroom instruction.

ICT Plan for Basic Education

In recognition of ICT’s significant role in realizing educational goals, DepEd formulated the National
Framework Plan for ICTs in Basic Education 2006-2010. The plan sets the parameters and articulates the
goals and strategies for ICT integration over the next six years. The plan serves as 1) reference for
filtering ICT programs to ensure that they address the priority needs of DepEd, 2) add focus and direction
to current ICT programs, and 3) guide ICT program development, resource generation, and allocation.
The Plan in aligned with the Philippine Medium-Term Development Plan (MTDP) which provided for
the wider use of computers to support teaching-learning processes, the promotion of e-learning and
information litracy, and the establishment of e-learning competency centers. It is also in consonance with
the 2002 Basic Education Curriculum (BEC) which encouraged use of ICT to promote greater
interactivity, wider access to knowledge, and development of life skills (National Framework for ICTs in
Basic Education 2005-2010).

In 2008, DepEd drafted the 5-year Information and Communication Technology for Education Strategic
Plan or ICT4E Strategic Plan, which called for the use of ICT to “revitalize the public schools, link
learners to global resources, enable learners to seek and analyse information, create new knowledge N
products, develop habits of self-learning” (ICT4E Strategic Plan Executive Summary).

Summary

ICT ushered in dramatic changes in the educational landscape. Its unprecedented influence in the
educative process compelled educational institutions to align their operations and undertake
curricular reforms to keep up with the requirements of the technological age. They revolutionized the
way lessons are taught and how students learn. Technology is evolving at a remarkable speed., that it
has become imperative for educators to equip themselves and be relevant to a technology-permeated
learning environment. They must adopt an outlook that what they learned in the past, and learning
today, will be of different level in the future.